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Was Magna Carta significant?

Was Magna Carta significant?

A lesson based around the key question: Was Magna Carta significant. Includes a historical interpretation, living graph of the Magna Carta through time and a developed comprehension question. Includes differentiated resources and is fully resourced.
MrHistories
Card Sort: How did Hitler become Chancellor in 1933?

Card Sort: How did Hitler become Chancellor in 1933?

This outstanding resource has been designed for students studying the new GCSE syllabus on Weimar Germany 1918 - 1933. It focuses on the key reasons why Hitler became Chancellor in 1933. It can be used as a starter, consolidation exercise, plenary or even a homework activity. This activity is designed to appeal to students of all abilities and has a stretch and challenge question at the end which can be used either as a discussion point or as the focus for a written task. When you purchase this resource it includes a fully editable two page Microsoft Word document with a learning aim and three activities. It also includes eight heading cards labeled propaganda, election promises, wealthy backers, support, the depression, Weimar constitution, technology, Hitler’s image and eight matching statement cards which explain why Hitler became Chancellor in 1933. At the bottom of the page there is an extension question that provides students with an opportunity to demonstrate what they have know by explaining the two main reason. Depending upon your photocopying budget, on page two I have included a third activity with matching images to go with each heading and explanation. When completed, this resource creates a useful revision guide which looks very impressive visually. Depending upon the ability of the class, it should take no more than 20 minutes to do the card sort. Afterwards they could have a go at doing an extended question answering the question: ‘Why did Hitler become Chancellor in 1933?’ The aims and objectives are: Theme: The Rise of Hitler Know: What factors helped Hitler become Chancellor? Understand: What roles were played by economic, social and political factors in Hitler’s appointment as Chancellor? Evaluate: Which factor was the most important? WILF - What Am I Looking For? Identify and describe: The key reasons why Hitler became Chancellor in 1933? Explain: What roles were played by political, social and economic factors in his appointment? Evaluate: Which factor was the most important? If you like this resource then why not check out my other resources on this topic in my TES shop. You can also follow ‘The History Academy’ on Twitter, Google Plus, YouTube and Facebook for the latest updates or even to get in touch and chat about how you have used this resource or to ask questions. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more time doing the things that you want. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy
Roy_Huggins
9-1 British Medicine: Medieval Medicine Revision Pack

9-1 British Medicine: Medieval Medicine Revision Pack

Revision pack that contains sheets on: - Ideas on the cause of disease - Treatment of disease - Prevention of disease - Care and Hospitals - The Black Death, 1348-49 - How much progress was there? - Why was there a lack of progress? (Factors) Contains a wide range of exam questions
MrThorntonTeach
Edexcel GCSE History: Weimar & Nazi Germany, 1918-39 - Topic 2: Hitler's Rise to Power, 1919-1933

Edexcel GCSE History: Weimar & Nazi Germany, 1918-39 - Topic 2: Hitler's Rise to Power, 1919-1933

Edexcel GCSE History: Weimar and Nazi Germany, 1918-39 Topic 2: Hitler’s Rise to Power, 1919–33 - Lesson 1: Early Development of the Nazi Party, 1920-1922 - Lesson 2: The Munich Putsch and the Lean Years, 1923-1929 - Lesson 3: The Growth in Support for the Nazis, 1929-1932 - Lesson 4: How Hitler became Chancellor, 1932-33 Each lesson is in-depth and comprehensive, with activities, exam questions, skills and hyperlinked videos included throughout.
MrTHistory
Nazi Germany: The Radical State 1933-45 - Anti-Semitic Policies and the Treatment of Jews

Nazi Germany: The Radical State 1933-45 - Anti-Semitic Policies and the Treatment of Jews

This lesson is titled ‘The Development of Anti-Semitic Policies & The Treatment of Jews in the Early Years of the War’. It is the final lesson (3/3) in a topic titled ‘The Radical State, 1933-1945’. This topic is the second (2/3) in a study of Nazi Germany, 1933-1945 and is of particular relevance to those studying the new AQA A-Level, option 2O. Some of the key focuses include… The Anschluss Kristallnacht Forced Emigration and Impacts on the Jewish Community The Degeneration from Racism to Genocide Racial Policy in Poland and Polish Jews Ghettoisation (Warsaw Ghetto case study) End of topic quiz, essay questions and source analysis question
MrTHistory
Nazi Germany: The Radical State 1933-45 - Anti-Semitism

Nazi Germany: The Radical State 1933-45 - Anti-Semitism

This lesson is titled ‘Anti-Semitism’. It is the second lesson (2/3) in a topic titled ‘The Radical State, 1933-1945’. This topic is the second (2/3) in a study of Nazi Germany, 1933-1945 and is of particular relevance to those studying the new AQA A-Level, option 2O. Some of the key focuses include… The Nazi approaches towards Anti-Semitism Legal Discrimination (Nuremberg Laws etc…) Propaganda and Indoctrination Terror and violence
MrTHistory
Nazi Germany: The Radical State 1933-45 - The Radicalisation of the State

Nazi Germany: The Radical State 1933-45 - The Radicalisation of the State

This lesson is titled ‘The Radicalisation of the State’. It is the first lesson (1/3) in a topic titled ‘The Radical State, 1933-1945’. This topic is the second (2/3) in a study of Nazi Germany, 1933-1945 and is of particular relevance to those studying the new AQA A-Level, option 2O. Some of the key focuses include… The roots and origins of Anti-Semitism, through the use of educational videos Analysis of the 25 Point Programme and the steps towards genocide The ‘Outsiders’ in the Volksgemeinschaft - opponents, asocials and untermenschen.
MrTHistory
Edexcel GCSE History: The Historic Environment - Whitechapel, 1870-1900: Crime, Policing and the Inner City

Edexcel GCSE History: The Historic Environment - Whitechapel, 1870-1900: Crime, Policing and the Inner City

Edexcel GCSE History: Paper 1, Section A - The Historic Environment Whitechapel, 1870-1900: Crime, Policing and the Inner City. Lesson 1 - Introductions Lesson 2 - What was Whitechapel like? Lesson 3 - Victorians and the Fear of Crime Lesson 4 - The Working of the Metropolitan Police Lesson 5 - The Organisation of Policing Lesson 6 - The Difficulties of Policing Lesson 7 - Catching Jack the Ripper Lesson 8 - Problems with the Press Lesson 9 - Conclusions
MrTHistory